'Why Can't We Be Smart?' Exploring School Community Partnerships through Decolonising Race Theory

Autor/inn/en	Fricker, Aleryk; Moodie, Nikki; Burgess, Cathie
Titel	'Why Can't We Be Smart?' Exploring School Community Partnerships through Decolonising Race Theory
Quelle	In: Australian Educational Researcher, 50 (2023) 1, S.55-71 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fricker, Aleryk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00590-9
Schlagwörter	School Community Relationship; Indigenous Populations; Foreign Countries; Community Involvement; Public Schools; Decolonization; Race; Critical Theory; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Ausland; Public school; Öffentliche Schule; Dekolonisation; Entkolonialisierung; Rasse; Abstammung; Kritische Theorie; Australien
Abstract	For over a century, since Aboriginal children were permitted to access mainstream Australian schools, there has been a significant gap in academic achievement between Aboriginal and non-Aboriginal students. Community engagement by schools is recognised as a key factor in Aboriginal student success, but school approaches to community engagement remain inconsistent and driven by deficit thinking. As part of the Aboriginal Voices Project, this paper explores community engagement at six New South Wales (NSW) public school sites and applies Decolonising Race Theory (DRT) as a critical Indigenous lens to interpret and understand the challenges that students, families, and schools face within their relationships. While we find evidence of school-community partnerships that prioritise Indigenous healing, for the schools in this paper, there is a complexity within relationships with community that reflects the interaction between assimilationist positioning of Aboriginal students that often contains positive and negative elements simultaneously. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01